Counter 5 Common Instructional Coaching Challenges: Here’s How

Typically, instructional coaches do not require teachers to change. After all, their role is traditionally not an evaluative one. They generally cannot mandate changes in practice or hold teachers accountable in the same ways that principals and other supervisors can. These can seem like insurmountable hurdles to success.  

Yet, instructional coaches have some advantages that are not always available to formal supervisors. Their relationships are based more on trust, credibility, and support rather than formal evaluation-related powers. Change is chosen rather than imposed, and shifts in behavior are more likely to be based on insight and understanding than compliance. These advantages can lead to levels of cooperation, commitment, and continued growth that are sometimes difficult to achieve in formal supervisory relationships.  

Of course, there are challenges associated with coaching roles. If instructional coaching is unfamiliar, or past coaching attempts have not been successful, resistance can be a natural reaction. Here are a few of the most common challenges instructional coaches face, along with counterstrategies to consider. 

Challenge: Confusion about coaches' roles. Teachers may assume that coaches are reporting to administrators or feeding evaluation processes.  

Counterstrategy: Begin the relationship by clarifying what the role is and is not. Assurances of confidentiality, commitment, and consistent support can help to start the relationship off on the right foot. 

Challenge: Some teachers may choose to participate at minimal levels.  

Counterstrategy: Patience, reassurance, continued open invitation, lowering perceived risks, and beginning with small steps can be places to start and build on.  

Challenge: Lasting change through influence takes time. Pressures can compromise the time and shared experiences necessary for change-producing influence to develop.  

Counterstrategy: Realistic expectations and goals can help to relieve the pressure to move too quickly. Recognize where change is occurring and build scaffolding to support growth even when time is at a premium. 

Challenge: Building trust while maintaining a focus on growth. Teachers come to the coaching relationship with varying levels of confidence, expertise, and commitment to grow. A one-size-fits-all approach is likely not to work for many teachers.  

Counterstrategy: Take time to build trusting relationships before focusing on areas for growth. Listen and proceed carefully. Be ready to adjust as necessary. However, maintain strong support and never lose sight of the need and potential for growth.  

Challenge: Translating feedback into action. Coaches can be tempted to present feedback that is too comprehensive or scattered. When this happens, teachers often become overwhelmed and use little, if any, of what they hear. Equally important, feedback that fuels action matches what is relevant and important to the teacher. 

Counterstrategy: Careful listening and a focus on what the teacher sees as important and realistic can increase the likelihood that behavior will change. Information and action suggestions that match teacher readiness offer the best bets for action. 

The most powerful tools instructional coaches possess are the trust they build, the credibility they earn, the evidence they share, and the relationships they nurture. These can be potent forces in helping teachers to shift their practice and increase their impact. When teachers choose to change because they are convinced of the need and the potential benefits of doing so, they are more likely to invest, persist, and prevail in the adjustments they make.